Presentation on theme: "A New Look at Career and Technical Education (CTE) Standards"— Presentation transcript:
1A New Look at Career and Technical Education (CTE) Standards CTE Standards Reform (Phase II)Dr. Danielle MezeraCasey Haugner Wrenn
2A New Look at CTE Standards Objectives:Understand the need for reform of current career and technical education (CTE) course standards to align to secondary, postsecondary and career opportunitiesArticulate process used to determine revisionsBecome familiar with objectives and results of new standardsENGAGEMENT OPPORTUNITY: Read each objective.
4CTE Standards Reform: Why now? Our thoughts and actions drive student outcomesWhat we believe influences what we produceWhat we produce influences what teachers do in the classroomWhat teachers do in the classroom influences student successCTE DivisionThoughts and BeliefsActionsCTE TeachersStudentOutcomes
5CTE Standards Reform: Why now? We need to redefine student learning to meet the needs of today’s economy in Tennessee
6CTE Standards Reform: Multi-Phased Approach GoalImplementationPhase IStreamline our existing courses and programs of studySYPhase IIAdd relevant new courses and new programs of study, revise courses to align to higher student expectationsSYPhase IIIMeasure success of students with rigorous assessment options for all courses.SYImmediate Wins:Eliminate redundanciesStreamline for greater flexibilityOrganize curriculum in POS using existing coursesDeeper Dive:Revise existing coursesDevelop new coursesIncrease relevance of POS to reflect stronger alignmentProvide opportunities to measure student achievement using assessment options.
7CTE Standards Reform: Phase I 2012 CTE Director Survey: 77% response rate from LEAs“I would like to drop POS that are not leading to employment/training in area after graduation and add other POS that may lead to post-sec training/ employment.”“There are too many options under many areas...POS overlap and duplicate each other…Please reduce the amount of POS and allow for flexibility for districts.”
8CTE Standards Reform: Phase I 2012 CTE Director Survey: 77% response rate from LEAs“POS needs to be aligned with 16 Career Clusters. Courses are the same in multiple pathways and do not reflect today's competitive business environment. Standards and competencies are too broad, vague, and often overlap… do not reflect professional organizations in business and industry.”
9CTE Standards Reform: Phase I Results Four Specific Objectives:Eliminate redundancy and misalignment of Programs of StudyReduced POS by 67% from 207 to 69 for SYAlign remaining POS, and accompanying courses, with postsecondary offerings and industry needsInserted General Education coursesRemoved more than 50 non-aligned or redundant coursesProvide more flexibility in the selection and sequencing of courses, particularly helpful for smaller, more rural School DistrictsAdded Work-Based Learning, provided options for capstone coursesSimplify the annual POS selection process (Spring Open Enrollment)
10Choose Your Pathway to Success Tennessee’s 16 Career ClustersAdvanced ManufacturingFinanceBusiness ManagementSTEM &STEM Across IndustriesArts, A/V Tech & CommunicationsEducation& TrainingArchitecture & ConstructionTransportation Distribution & LogisticsHuman ServicesLaw & Public SafetyGovernment & Public AdminInformation TechnologyMarketingHospitality & TourismHealthScienceAgriculture, Food & Natural Resources
11CTE Standards Reform: Multi-Phased Approach GoalImplementationPhase IStreamline our existing courses and programs of studySYPhase IIAdd relevant new courses and new programs of study, revise courses to align to higher student expectationsSYPhase IIIMeasure success of students with rigorous assessment options for all courses.SYImmediate Wins:Eliminate redundanciesStreamline for greater flexibilityOrganize curriculum in POS using existing coursesDeeper Dive:Revise existing coursesDevelop new coursesIncrease relevance of POS to reflect stronger alignmentProvide opportunities to measure student achievement using assessment options.
12CTE Standards Reform: Phase II 2013 CTE Teacher Survey: Over 540 responsesTypical feedback included:Standards are too general and redundant from course to coursePrograms of study need to be better aligned to needs of industryIncrease work-based learning opportunitiesIdentification of gap areas needed by employers not covered in current course standards
13CTE Standards Reform: Phase II Objectives Four Specific Objectives:In-depth revision of Programs of Study (POS)Addition of new POS in identified gap areasGreater cross integration between Career Clusters and General Education and EPSO CoursesStrong attention to and infusion of relevant Work-Based LearningFull revision of standards in three Career ClustersAgriculture, Food, & Natural Resources; Education & Training; and Human ServicesFull revision of course standards in identified weak courses across multiple career clustersDevelopment of new courses to fill identified gap areas
14Career &Technical Education General EducationCareer &Technical Education21st Century SkillsWork-BasedLearningComplex TextsDC/DEProject Based LearningCTSO ActivitiesSAECritical ThinkingTeam Work / CollaborationSTEMWork EthicTechnology FluencyTechnical Skill AttainmentMath CoursesELA CoursesSocial Studies CoursesScience CoursesCommon CoreState StandardsPhase IIStandards / InstructionAssessmentsPD / TrainingLearning EnvironmentSequential CoursesCommunication SkillsWriting PromptsAcademic LearningCareer ClusterPrograms of StudyIndustry CertificationsProblemSolvingCreativityENGAGEMENT OPPORTUNITY: Turn and talk: What does this graphic say to you?CitizenshipTennessee’s CTE:Robust, Aligned Academic/Career 7th-16th Learning Pathway
15Phase II Standards Integration Turn and Talk:What resonates with you about this graphic?What steps could you take to promote this type of integrated learning in your building/system?
16CTE Standards Reform: Process Overview Data Gathering and Research: Determine needs and opportunities of state and the strengths of existing CTE course offerings.Skills Identification and Alignment: Determine specific knowledge/skills needed for students to be successful in identified courses and pathways.Writing and Reviewing: Craft revised course standards and vet recommendations with key stakeholders.Data Gathering & ResearchUse labor and economic data to determine relevant pathways for Tennessee; examine and crosswalk current postsecondary offerings; gather stakeholder feedback on current course offeringsSkills Identification & AlignmentDetermine knowledge and skills (hard/soft) necessary for all identified courses and pathways. Reduce duplication in existing courses, identify gap areasWriting & ReviewingDraft course standards to ensure logical building of knowledge and skills (hard/soft) throughout each pathway. Review revisions with critical stakeholders (teachers, industry, postsecondary)Collaborative process with external expertsProject Management
17CTE Standards Reform: External Support Initiated a collaborative and facilitative process that engaged external experts to supplement internal staff capacity and to build internal staff expertiseArea of ExpertiseExternal SupportReal time and lagging workforce and labor data interpretationJobs for the Future (JFF)Cogitative demand in standards, framework for successful pathwaysEducational Policy Improvement Center (EPIC)CTE content knowledge, standard writing and editingCenter for Occupational Research and Development (CORD)Quality instructional practicePeabody College, Vanderbilt UniversityProject managementThomas Gibney, independent contractor (embedded with staff)
18CTE Standards Reform First Step: Data Gathering & Research CTE Consultants researched and collected data from multiple measures and stakeholders:Regional, State, National labor and economic development data (lagging and real-time)Statewide CTE teacher survey on existing courses and standards (540+ teacher respondents)Industry Advisory CouncilsCurriculum scans from other states, endorsed professional organizations, and accrediting bodies16% response rate – statistically representative sampling of TN CTE teachersClose to 700 educators overall in total were engaged in the process
19CTE Standards Reform First Step: Data Gathering & Research Example: AgricultureWorkforce Data:Job postings and state supply/demand trends showed increases in veterinary science, agriculture engineering, and food production and processingStatewide CTE teacher survey responses, of which 50 were Agriculture teachersIndustry Advisory Councils: Agriculture Council, “Team Ag Ed,” TN Farm Bureau FederationRecommendationResponsesProvide opportunity for course flexibility41%Reduce the number of pathways33%Course standards are too basic,should have more rigor20%Course topics are too specific, needmore general preparation pathways16%Other comments (combined)
20CTE Standards Reform First Step: Data Gathering & Research Example: AgricultureCurriculum Scans:Special Course Requests submitted by TN school districtsOther State Agriculture Offerings: Georgia, Florida, Oklahoma, Colorado, Michigan, Wisconsin, North Carolina, Indiana, CaliforniaPostsecondary Agriculture Offerings: Reviewed 26 postsecondary agriculture programs, including top 10 national programs (i.e. Purdue University, Texas A&M, Cornell University) and all Tennessee offeringsNational Agriculture Content Standards published by the National Council for Agricultural Education
21CTE Standards Reform: Second Step: Skills Identification & Alignment CTE Consultants culled and synthesized data into the following actions:Identified Programs of Study (POS) with weak postsecondary and industry alignmentsIdentified academic and skills (hard/soft) gaps in existing coursesIdentified duplicate standards across existing coursesCreated “groupings” of knowledge and skills needed for each stage of a pathway/POS – building progressively and sequentially by course
22CTE Standards Reform: Second Step: Skills Identification & Alignment Example: AgricultureCreated sequences of courses (Programs of Study/Pathways) to align with labor and economic data and postsecondary offerings:SamplingDeveloped new program of study/pathway in Food ScienceRecommended changes to Agriculture Engineering to address new opportunitiesOutlined necessary skills (hard/soft) in “key content areas,” building progressively through courses/programs of studyIdentified and aligned successful work-based learning and dual credit/dual enrollment opportunities
23CTE Standards Reform: Third Step: Writing & Reviewing CTE Consultants revised course standards:Infused revised standards from other existing CTE coursesEmbedded stronger technical skillsAligned developed and revised course standards with Common Core State Standards for Literacy in Technical Subjects (and Math where applicable)Aligned and referenced general education standards (e.g. Biology), where applicableStakeholders reviewed draft standards and provided critical feedback:78 CTE Tennessee teachers across multiple subjectsAverage of 13.5 years of experienceRepresenting: East (34%), Middle (41%), and West (25%)Professional CTE Teacher AssociationsOther TDOE divisionsIndustry Advisory Councils and Individual Companies22 Postsecondary Faculty and Teacher Prep FacultyRepresenting nearly 40 LEAs.
24CTE Standards Reform: Third Step: Writing & Reviewing Example: AgricultureStakeholders reviewed draft standards and provided critical feedback:Engaged 29 secondary and 6 postsecondary Agriculture teachersTennessee Association of Agriculture Educators (TAAE), Ag teacher preparation representatives, and Agriculture Advisory CouncilCurriculum & Instruction Division reviewed science content alignmentTennessee Department of AgricultureTennessee Farm Bureau Federation
25CTE Standards Reform: Third Step: Writing & Reviewing Example: AgricultureFeedback ExcerptsResolutionReviewerAgricultural electrification including low-voltage applications was not clearly addressed.Agricultural electrification language was addedHigh School Agriculture TeacherIntroduction to Agricultural Sciences (Middle School) should include seventh and eighth grade alignments.Added middle school general education standards references in literacy and scienceMiddle School Agriculture TeacherExcellent Work! Veterinary and Animal Science Program of Study is very complete with high expectations. It will also give the teachers the flexibility needed to address different situations.Met with stakeholder - pledged support for workTennessee Farm Bureau FederationThe standards do comprise a well-developed program (Horticulture Science Program of Study). Students who are able to complete the four course sequence will experience related but not repetitive standards.Postsecondary faculty validated skills/knowledge necessary for pathwayHorticulture Instructor, Walters State Community College
26CTE Standards Reform: Course Standard Comparison Career Cluster: Agriculture, Food & Natural ResourcesNew:Plant and Soil ScienceCurrent:Plant and Soil Science5.0 Analyze the chemical elements essential to plant nutrition and the importance and benefits of proper soil fertility. 5.1 Specify and explain terms related to soil chemistry and plant nutrition. 5.7 Measure soil pH and its effects on nutrient availability. 5.8 Assess the nutrient deficiency symptoms in plants.9. Assess the importance of the sixteen nutrients essential to plant growth and development. Identify nutritional deficiencies and disorders, distinguish among signs of nutrient deficiency in plants, make recommendations for appropriate treatments, and prescribe preventative control measures for major agricultural crops, including corn, soybean, cotton, tobacco, hay, pasture, and forest. (TN CCSS Reading 2, 5; TN CCSS Writing 2, 4, 9; TN Biology II 7)ENGAGEMENT OPPORTUNITY: Turn and Talk: what are the differences between these two standards.What are the benefits of the update?REPORT OUT
27CTE Standards Reform Course Standard Comparison Take 5 minutes to read through the excerpt standards on your handout. Then turn and talk to your neighbor to answer the following questions:What are the differences in the two sets of standards?What are the benefits of the revised course standards?What are implications of the changes for teachers and administrators at the local level?
28CTE Standards Reform: What does a pathway look like? High School Program of Study (Agriculture Career Cluster)Technology College (Industry Certification)Veterinarian$125,300Community College (A.A./A.S)Veterinary Tech $37,000University/College Advanced DegreesVet Assistant / Lab Caretaker$30,200High School Program of Study (Advanced Manufacturing Career Cluster)Technology College (Industry Certification)Mechatronics Engineer$82,440Community College (A.A./A.S)Mechanical Engineering Technician$50,660University or College (B.A./B.S)CNC Operator$35,580
29CTE Standards Reform: Revised, New, Retired Courses Example: AgricultureUpdated Course List*List of Existing Courses used in Developmentof Revised CTE CoursesNew: Advanced Food ScienceLEA Special Course (Meat Science)Agricultural Business and FinanceAgricultural Business/FinanceAgricultural EconomicsAgricultural Power and EquipmentAgricultural EngineeringAgrisciencePrinciples of Horticulture SciencesPrinciples of Agricultural Sciences*This List is not exhaustive, rather it is to show example of how former courses influenced revisions.Green = New course; Blue = Retired course; Black = Revised course
30CTE Standards Reform: Next Steps Meetings & TrainingFall CTE Director Meeting: Sept.State Board of Education Meeting: Oct.Public commentary on course standardsLEAD Conference: Oct.Town Hall meetings: Nov.-MayWebinars: Nov.-MayState Board of Education Meeting: Jan.Regional visits and Workshops: Nov.-OngoingTeacher Professional Development: Nov.-OngoingWinter CTE Director Meeting: Feb.School Counselors Conference: Feb.Spring CTE Director Meeting: AprilCTE Summer Institute: JulyCommunicationsTeacher Associations: OngoingSubject Area Teachers: OngoingSchool Counselors: Oct. & Feb.Postsecondary teacher prep programs: Oct.Superintendents Study Councils: Oct.-Jan. & OngoingCTE Directors: OngoingPrincipals: OngoingActivitySept.Oct.Nov.Dec.Jan.Feb.MarchAprilMayJuneJulyCommunicationsState Board of Education MeetingTeacher TrainingCTE Director TrainingProgram of Study Release
31A New Look at CTE Standards Objectives:Understand the need for reform of current career and technical education (CTE) course standards to align to secondary, postsecondary and career opportunitiesArticulate process used to determine revisionsBecome familiar with objectives and results of new standardsENGAGEMENT OPPORTUNITY: How did we meet each of these objectives?
32A New Look at CTE Standards For questions:Dr. Danielle Mezera Casey Haugner WrennCourse input and feedback: